Because we don't all learn the same way…

Overview of The Phases of Implementing Customized Learning

Implementing Customized Learning can certainly seem like a daunting task! I have written previously about the need to find a way to think of approaching implementation in a manageable way.

In reviewing the work of other schools and organizations further along in the process of implementing Customized Learning than we are, there are lessons for school leaders about effective and less effective approaches to implementation. By looking at the contrasts between the implementation efforts of an initiative that works and those that do not, educators can learn something about what the successful schools have done and what the less successful schools might not have done.

One of the major lessons for leaders has been “not all at once!”

There are many components to the school reform effort, and following a certain sequence seems to lead to successful implementation more often than other processes. Although there is flexibility in how districts implement each phase, successful implementation of Customized Learning moves through these five phases:

Awareness Phase

Classroom Culture Phase

Instructional Design Phase

Instructional Implementation Phase

School Structures Phase

Each phase focuses on building the capacity of teachers to implement a system of Customized Learning, but by making the transition manageable by breaking it down into doable steps. Below is an overview (the “deliverables,” if you will) for each phase:

Awareness Phase (In the Current System)

Overall Goals for this Phase: Examine our collective beliefs about learning and school; Start to build a mental picture of Customized Learning

Overall Goal for this Phase: Become skilled at consistently implementing the practices (motivation, interventions, grading and assessment, etc.) to carry out the lessons and units.

Has and Uses an Explicit Model/Language of Instruction (e.g. The Art & Science of Teaching)

Uses a System of Recording and Reporting Student Progress

Use of Individualized Learning Plans

Applies Assessment for Learning (Formative Feedback)

Uses Formative Approach to Calculate Progress and Rubrics, Instead of Points and Percentages

Applies Effective Practices in Student Motivation & Engagement

Demonstrating Proficiency on Learning Targets Through Different Approaches (Multiple Pathways)

Structure Phase (The New System)

Overall Goal for this Phase: Design and implement the schools systems and structures to support pedagogical practices developed and implemented over the previous phases.

Grading and Reporting System

“Rank & Advancement” (Grade Levels)

Scheduling Students

Grouping and Regrouping of Students

Course Organization (Seminars, “Merit Badges,” etc.)

Understands and Embraces Invention Reasoning

We are quick to point out that staff are alway free to “dabble” a phase or two ahead of where they are now. In fact, their explorations often help us figure out how to better implement the coming phases. Using the term “dabble” also helps make clear that, although their explorations are welcome, their task is to get good at the deliverables for the phase they are currently in.